Our Kids
Request a package from: York House School

I am a:
Student Info:
  • required

Contact me by:
Special request:

Our Kids

This contact form is brought to you by Our Kids – The Trusted Source for thousands of families since 1998.

York House School
York House School
4176 Alexandra Street, Vancouver, British Columbia, V6J 2V6
Contact name:
Mabel Lim

Phone number:
(604) 730-2419×
Request a package Website
York House School

York House School

4176 Alexandra Street, Vancouver, British Columbia, V6J 2V6

Liberal Arts,  Reggio Emilia
Grades (Gender):
JK to 12 (Girls)
$19,600 to $20,300 /year
Main Language:
Avg. Class Size:
16 to 22
Day: 656 (Gr. JK - 12)

Get more information

Contact Name:
Mabel Lim

Phone Number:

School Address
4176 Alexandra Street, Vancouver, British Columbia, V6J 2V6
3274 East Boulevard, Vancouver, , V6J 4A6

About this school:

York House School provides a progressive education for girls from JK to Grade 12. Since 1932, York House School has built its reputation on preparing girls to thrive and make a difference in the world. Our academic programs are rigorous, innovative, and call for the authentic application of knowledge and the mastery of 21st Century skills such as creativity, collaboration, and critical thinking. Our motto, “Not for Ourselves Alone”, guides us as we equip our girls to be bold and ethical citizens of the world.

The Our Kids review of York House School

our takeYork House was founded in 1932 by seven women looking to provide a better educational experience for girls. There were just 17 students that year, though the school has grown considerably over the years, all the while adapting the program to the immediate needs of the student population. The current senior school building was opened in 2013, and it’s stunning pretty much in every way. The building provides a good sense of the culture of the school, one that is based in community, both local and beyond. The design was intended to inspire learners, and it certainly does, in all kinds of ways. One of them is the list of thousands of famous women printed on the glass barriers throughout the central atrium. Each was selected by students, and together they are a demonstration, one that students pass every day, of the extensive community of visionary women that they, too, will join. York House has a lot to offer, and that kind of positive reinforcement, and that constant restatement of possibility, is certainly high on the list.


Curriculum Liberal Arts, Reggio Emilia

Primary Curriculum: Liberal Arts

Secondary Curriculum: Reggio Emilia

Reggio Emilia emphasizes the role of the child in directing their own learning. Heavily intertwined with progressive ideals in education, the program espouses ideas such as child-centred classrooms, discovery learning, and 21st century education.
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.

What York House School says: At York House School our curriculum focuses on developing the passions, skills, and unique learning profiles of diverse learners. Within a caring and close-knit community, we strive to nurture the whole child including and their social, emotional, and cognitive development. We pay careful attention to the individual learning profile of each student, building on their strengths and providing support for areas of growth. Our instructional approach blends curricular, experiential, and real-life learning opportunities. At York House School, our rigorous and innovative programs and experiences enable students to acquire the knowledge and develop the character and competencies to become bold leaders and ethical global citizens.

  • Approach:

  • Pedagogies and subject courses:

  • Mathematics
    • What York House School says: This information is not currently available.

    • Textbooks and supplementary materials: This information is not currently available.

    • Calculator policy: This information is not currently available.

    Early Reading
    • What York House School says: This information is not currently available.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What York House School says: This information is not currently available.

    • What York House School says: This information is not currently available.

    • Teaching approach: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    • What York House School says: This information is not currently available.

    Social Studies
    • What York House School says: This information is not currently available.

    Humanities and Social Sciences
    • What York House School says: This information is not currently available.

    Foreign Languages
    • What York House School says: This information is not currently available.

    • Languages Offered: • Chinese-Mandarin • French • Spanish

    Fine Arts
    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • What York House School says: This information is not currently available.

    Computers and Technology
    • What York House School says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What York House School says: This information is not currently available.

    Religious Education
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What York House School says: This information is not currently available.

    Preschool/K Curriculum Reggio Emilia

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
    If you want to learn more about Reggio Emilia education, check out our comprehensive guide.

    What York House School says: The Little School was a pioneer in adopting the Reggio Emilio approach to early childhood education. The nature-based program fosters the principles of respect, responsibility, and community in a supportive and enriching environment. Each child is recognized as strong, capable and resilient, rich with wonder and knowledge. Through a self-guided approach to learning, children's natural curiosity and wonder drives them to understand the world and their place within it. Students develop their literacy and numeracy skills through the exploration of the environment around them, posing questions, and documenting their learning.

    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What York House School says about flexible pacing: This information is not currently available.

    Academic Culture Rigorous

    • Rigorous
    • Supportive

    A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

    What York House School says: This information is not currently available.

    Developmental Priorities Balanced, Social

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    Secondary Developmental Priority: Social
    Socially aware and active citizens, motivated to change the world (or their community) for the better.

    What York House School says: This information is not currently available.

    Special Needs Support High


    York House School provides a high degree of support for special needs students.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What York House School says: Students are referred to the Learning Strategies team at York House School who investigate the nature of the challenge(s) and when necessary refer for further (outside) assessment. Once the nature of the difficulty has been identified, every effort is made to accommodate the student\'s needs and to make the necessary adaptations to ensure optimum access to curricula.

    • Support for moderate-to-severe special needs:
      Special needs
      Learning disabilities
      ADHD (moderate to severe)
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy
    • What York House School says: Students are referred to the Learning Strategies team at York House School who investigate the nature of the challenge(s) and when necessary refer for further (outside) assessment. Once the nature of the difficulty has been identified, every effort is made to accommodate the student\'s needs and to make the necessary adaptations to ensure optimum access to curricula.

    Gifted Learner Support High


    York House School offers a high degree of support for gifted learners.

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

    In-class adaptations:
    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What York House School says: This information is not currently available.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.


    What York House School says:

    This information is not currently available.

    • Sports OfferedCompetitiveRecreational
      Cross-country skiing
      Downhill skiing
      Field Hockey
      Ice Hockey
      Track & Field
    • Clubs Offered
      Art Club
      Audiovisual Club
      Chess Club
      Community Service
      Computer Club
      Debate Club
      Drama Club
      Environmental Club
      Foreign Language Club
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Outdoor Club
      Outdoor Education
      Poetry/Literature club
      Robotics club
      School newspaper
      Science Club
      Student Council

    Tuition & Financial Aid


    This information is not currently available.


    Discount TypeEnrollment TypeAmount
    Full payment all students2%

    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    York House School
    Amount: 50%
    Deadline: 01/14/2013
    Eligibility Details: Students grade 8 to 12—Provides partial funding of annual tuition fees from Gr. 8 to graduation. The Foundation awards full and partial scholarships to students in the junior and senior grades who demonstrate excellence in academics, athletics and/or the arts, and citizenship, and whose families demonstrate financial need.
    For more details, visit: www.yorkhouse.ca/page.aspx?pid=320
    York House School
    Amount: 50%
    Deadline: 01/14/2013
    Eligibility Details: Students grade 8 to 12—Provides partial funding of annual tuition fees from Gr 8 to graduation, to a girl whose mother, grandmother or aunt attended York House. The Foundation awards full and partial scholarships to students in the junior and senior grades who demonstrate excellence in academics, athletics and/or the arts, and citizenship, and whose families demonstrate financial need.
    For more details, visit: www.yorkhouse.ca/page.aspx?pid=320


    Total enrollment 656
    Average enrollment per grade44
    Gender (grades)JK to 12 (Girls)
    Boarding offeredNo

    Student distribution: This information is not currently available.



    Admissions Assessments:

    Assessment = requiredGrades
    Interview1 - 12
    SSAT8 - 12
    SSAT (out of province)
    Entrance Exam(s)JK - 12
    Entrance Essay2 - 12
    Application Fee

    Application Deadlines:

    Day students:
    December 01, 2016

    What York House School says:

    Applicant families must have Permanent Residency status or be Canadian citizens.  Applications are submitted online (www.yorkhouse.ca/application) and supporting documents must be mailed or couriered.   Supporting documents include proof of Permanent Residency status/Canadian citizenship, report cards, parent business cards and 2 reference letters (one about the applicant, one about the family).


    Acceptance Rate:


    Type of student York House School is looking for: We are looking for students who are inquisitive, curious and eager to engage in learning. Girls who thrive at our school embrace all that our programs have to offer: from rigorous academic programs to experiential learning opportunities, to participation in a wide variety of extracurricular programs in Fine Arts, Athletics and Community Service.

    Student Entry Points

    Student TypeJKSK123456789101112
    Day Acceptance
    (Acceptance rate)
    16 (25%)24 (30%)000000024 - 26 (25%)0000

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class sizeN/A
    *Canadian "Big 6" placementsN/A
    **Ivy+ placementsN/A

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Stories & Testimonials


    Zoe, Gr. 10 Takes on the Environment & Child Rights at the UN

    Zoe at the United Nations
    YHS Student Zoe, 15 with Rekha, 13, at the United Nations in Geneva.

    One of our very own Yorkies is making waves on the global and local stage. Last summer, Zoe C., Grade 10, received the opportunity of a lifetime: a joint two-week internship with the David Suzuki Foundation and Justice for Girls, a non-profit social justice organization.

    The end goal of the internship was to co-author a submission to the UN Convention on the Rights of the Child (CRC), along with another intern, Rekha Dhillon-Richardson, 13.

    As Justice for Girls'€™ Canadian delegate, Zoe highlighted the disproportionate impact that climate change has on children, particularly girls from poor and indigenous communities, and Canada’s failure to protect children under the UN CRC. She also wrote on the lack of youth representation in government and the injustice this presents.

    The girls were invited to Geneva to present their submissions in person to UN committee members while Canada was under review by the CRC on September 26 and 27, 2012.

    "€œTwo hours after landing in Geneva, we went straight to the UN,"€ Zoe recalls. As they were the only children at the review, Zoe and Rekha received quite a bit of attention. "€œAs we became hotter news, committee members were soon asking to meet with us,"says Zoe.

    Zoe with UN Committee Members
    Presenting to UN Committee Members

    Whatever they said to the committee members worked. During Canada'€™s review, members from Norway and Chile picked up the girls'€™ message, quoting directly from the girls'€™ UN submissions.

    A week later, the UN set forth their concluding observations and recommendations. Protecting the environment locally, national and internationally was mentioned and there were also recommendations on gender and girls in the justice system.

    "€œWe were super excited,"€ says Zoe. "€œThey recognized everything we had spoken to -€“ which is all we could ask for."

    Zoe isn'€™t stopping there. She plans to continue her involvement with Justice for Girls, with whom she'€™s been volunteering since Grade 7: "The next step is to apply international and domestic pressure in order to start seeing some changes,"€ she says. She'€™ll be doing just that as a scheduled speaker at the upcoming Enbridge Northern Gateway Pipeline Project public hearings.

    Zoe'€™s interest in the environment is tied to her roots. "€œI'€™m First Nations. The environment and protecting mother earth has always been a really big part of our culture,"€ she explains. "€œI was never fully knowledgeable about it until I participated in the internship with the David Suzuki Foundation. My eyes were really opened when I read the facts and statistics -€“ it was shocking."

    What she learned made her want to take action. During her internship, she wrote an impassioned plea to Canada in a blog post for the David Suzuki Foundation on the Rio+20 United Nations Conference on Sustainable Development.

    Her blog post caught the attention of the Executive Producer of a new Aboriginal Peoples Television Network (APTN) show called U=US. Due to her advocacy on girls and the environment, Zoe was profiled on the show. APTN was so impressed with Zoe'€™s segment they invited her to audition as the show’s host. After four callbacks, Zoe is now the co-hosting the show, taping on weekends and after school. "We are breaking stereotypes showcasing aboriginal teens all around the world,"€ she says. "€œIt'€™s fantastic seeing people proud of their culture."

    Zoe also recently spoke to over 300 union members at the women’s gathering of the Hospital Employees' Union Bi-Annual Convention. Does she get nervous about presenting? "€œI get way more nervous about recitations at school then speaking about the issues like I did at the UN,"€ she says. "€œWhen speaking on behalf of all the children in Canada, their future and their children'€™s futures are weighing on whether you can pull it off. It'€™s scary that so many people are relying on you, but you also can'€™t afford to be nervous."

    In addition to public speaking engagements, co-hosting a TV show, and being an advocate for youth and the environment, Zoe is also a member of York House’s Globe Leaders group, Arts & Variety Club and is co-founder of the Glee Club. She also has plans to join the yoga club!

    Catch Zoe this Spring on the APTV's "U=US"€.

    Want to know more about what Zoe presented to the UN?
    Zoe explains the issues for us


    Service Saturday

    On Saturday, April 28th, eight girls from Grade 7 headed to the Salvation Army's Belkin House located in the Downtown Eastside to volunteer with helping prepare and serve lunch.
    For over four hours the girls worked extremely hard peeling carrots and potatoes, chopping up onions and making sandwiches for over 100 people. They then graciously served the clients, bringing youthful smiles to the Belkin House residents. The girls had a great time working with each other, as they lived our motto "Not For Ourselves Alone".


    Garibaldi in Gr. 10

    Finally, we are in Grade Ten and we get to do the York House Garibaldi trip. What an experience! Even the thirty-pound pack is something most of us had never experienced before, and some of us will never experience again. Planning for equipment, food, and potentially battling the elements was exciting. Our teachers calmed our nerves, managed our emotions, and probably worried a little themselves. They helped us believe in ourselves even when we were unsure of what was ahead.
    This trip is a tradition for Grade Ten York House young women. We feel the weight of this tradition on our backs as well. With each step our worries dissipated and true friendships and lifetime memories were created. Sometimes we lost our footing but we carried on together. With each day the rhythm of our footsteps was stronger and there was no stopping them. After our stomachs were full with a basic but warm dinner, the sun slid behind the mountains and we climbed into the close quarters of our tent. On day two the rains came. The morning of day three, despite our planning we were cold and soaked through. An announcement was made, the forecast called for continued rain, we were going home a day early. We were shocked, we were disappointed and we were relieved. We imagined our parents eagerly awaiting our arrival. Even though our trip was cut short by the forces of Mother Nature, the memories, the deeper friendships made, and the photos will stay with us for a lifetime.Randall, Gr. 10
    (photos by Joanna, Gr. 10)


    YHS WOWs International Public Speakers at the IISPSC!

    As we wrapped up the IISPSC this weekend, there are many, many people to thank and congratulate! For now, however, we acknowledge our three competitors, Hannah C. and Julie W. in Grade 12, and Jasmyne K. in Grade 10.
    Hannah and Julie both qualified for the Finals in After Dinner Speaking and Persuasive Speaking, respectively, and Jasmyne won the trophy of Top Speaker Under-16! York House's stellar speaking team placed 7th overall, out of 48 schools--an excellent performance!
    The international tournament, headed up by Tanya Boteju, was an amazing undertaking. It couldn't have happened without our volunteers, host families and judges. We think Sharon, one of our volunteer judges, says it best in this note to Ms. Boteju:
    I’m one of the many people who volunteered to be a judge at the IISPSC 2011. I have no affiliation with York House School – I volunteered because I am a member of Toastmasters and a fellow member asked for volunteers. I’m just writing to let you know how impressed and engaged I’ve been by experiencing the contest, the students, and most of all the incredible community that came together to make this event possible.
    Tuesday evening for the judges briefing was the first time I ever entered York House. I wish I had had the opportunity to do so while I was at school. Whenever I met other Toastmasters members in the hallways, we would stop and chat and the conversation would inevitably come around to how quietly envious we were of the girls – we wished we’d gone to schools like this one.
    While the facilities and the various accoutrements in the classrooms were impressive, the contributions made by the girls, their families, and the school’s community were incredible. I loved the moments when I was able to see behind the veil that covered all the work people contributed to make this event possible. For me, one of those moments of clarity occurred when the mom at the refreshment table suggested that I must try the cheesecake because the Grade 9 student that made it had produced a professional-quality product (she was absolutely right). Another moment happened when the Yorkie alumnae moms I sat with at lunch spoke of the three students who were billeted with one mom and that one of their daughters had flown back from her university in Massachusetts to help with the contest. Still another occurred just witnessing the energy, excitement, and willingness make a contribution demonstrated by all the students who were helping with arrangements and acting as moderators, timers, and guides. I was fortified by all the tangible positive energy in the room(s).
    I could go on and on about this, but I’m sure you know what I mean. My core message is this – Congratulations! I’m impressed that you presented an incredible event and introduced a remarkable community to many people who have not had the chance to experience it previously. I’m so energized by my experience, that although I don’t have children, I’ve already told two of my friends to consider York House for theirs.
    I’m sure that organizing this event has been a long and arduous process for you – I can’t even imagine what it took to arrange the timetable for events, contestants, and assign appropriate judges. I wanted you to know that from an outsider’s perspective the IISPSC was a remarkable accomplishment – congratulations to you and to the many people who stepped up to help you make it possible. 
    Thanks for the opportunity to participate.
    All the best, Sharon


    Dissecting for Fun & Food?!

    Some of our senior science students have been brushing up on their dissection skills. The Science Club dissected frogs over one lunch hour and two of our science classes dissected squid in the Bentley Room. After dissecting the squid, they used the kitchen (prepped with a deep fryer, and the appropriate condiments) to cook up some calamari for a delicious snack!
    Watch this video of the Science Club in action over the lunch hour: http://www.youtube.com/watch?v=VVoEtvaN9bQ


    Model UN Goes to Berkley

    As spring rolls around the Model UN class at YHS makes the annual trip to a Model UN conference to exercise the global knowledge and debating / public speaking skills that the students have acquired throughout the year in this course.
    For the second year in a row the class travelled to to San Francisco for the Berkeley Model United Nations (BMUN) 60th conference.
    Upon arriving in San Francisco, the group spent the first day of the trip visiting some of the city’s classic destinations, such as Fisherman’s Wharf and the Ghirardelli Chocolate Factory. After indulging in some sweets, we made our way downtown and went exploring all of the wonderful shopping that the streets had to offer. Many purchases later, the MUN team reunited for a group dinner - very delicious to say the least!
    After a great day in the heart of San Francisco it was time to focus on the purpose of the trip, the conference. The following day the team made their way to the University of California, Berkeley, to attend the opening ceremonies, where we were privileged to hear Gillian Sorensen, a Senior Advisor at the United Nations Foundation, with an extensive background in International Relations.
    The first committee session of the conference was to follow. The group parted ways to join their committees that evening and commence the experience that the students had been preparing for all year long. The girls took part in a variety of UN committees, such as the World Health Organization, the International Monetary Fund, and even specialized committees such as the International Court of Justice and Press Corps, to name a few.
    Over the course of three days the delegates debated global issues affecting countries all across the globe. It was an exhilarating few days and every York House student performed exceptionally well in their respective committees. The BMUN conference was a great success and from the students’ reviews it was well worth all of the effort and preparation that they had put in to it.
    On behalf of the YHS Model UN students, we would like to express a huge thank you to Mr. Abt, Madame Marti, and Ms. Lee for their efforts as it would not have been possible to have had this fabulous trip without all of their valiant work. The trip was a memorable experience for everyone and next year’s MUN students look forward to what the 2013 trip will hold!
    Kylie W., Grade 12


    Uganda: They Made It!

    Our girls made it safely to Uganda last week.
    So far they have read with local children at Kitengeesa Community Library, observed training with the women from Solar Sisters, prepared their own literacy program to deliver to kids in Ibanda, and spent time in the child care centre at TASO, a local HIV/AIDS clinic, as well as learning sign language at The Good Samaritan School for the Deaf. They are now getting ready to head out to a safari!
    Get all the updates at http://yhsuganda.wordpress.com


    Bridging a Gap Between Language & Culture: Spanish 10 Builds Relationship with Honduras Orphanage

    Earlier this year the Spanish 10 class was one of three International video contest winners. The prize was $1,000. Señora Marte asked her class what they would like to do with their prize money. In the true spirit of YHS whose motto “Not for ourselves alone,” the class chose to donate their prize money to El Hogar, an orphanage in Honduras.
    The money will specifically go towards a new dormitory for girls going into the 6th Grade at El Hogar. On April 27th Ms. Kelly Van Unen, a representative of Universal Outreach Foundation (UOF) visited the class. She gave the girls a blank canvas on which they painted a beautiful picture that will hang in the dormitory in Honduras.  Later in class on May 17th, the YHS girls had the amazing opportunity to Skype with the Honduran girls that they donated the money to! They spoke in Spanish to their new friends and got to know them a little bit, bridging a gap between language and culture. They were able to see the girls receiving the picture they had painted for them, and were able to wish them all the best in their new dormitory!
    York House was introduced to Universal Outreach Foundation (UOF) at our Globe Fair three years ago. They are a Vancouver-based family organization committed to breaking the cycle of poverty through education. Committed to serving vulnerable and impoverished children in a variety of communities, UOF has been providing academic and vocational training to boys in El Hogar, Honduras, since 1979. Five years ago, they welcomed girls into their program and are now committed to providing a high-school for girls so they can finish their education and have skills to get a job.
    Thank you to Señora Marte and her Grade 10 Spanish class for taking the initiative to support girls in Spanish speaking countries. What a wonderful way to improve their Spanish language skills, gain greater awareness of another part of the world and learn more about what challenges girls face in the developing world. Señora Marte sees this as just the beginning of a long-term relationship between York House School and the 'Girls of El Hogar'.
    For more information on Universal Outreach Foundation, visit www.universaloutreachfoundation.org.
    Congratulations on your amazing work, Spanish 10 girls!
    Lynne Stanger, Director of Global Programs
    Señora Marte, Spanish Teacher


    York House Returns to Destination ImagiNation Global Finals for Third Year in a Row

    A team of Grade 8 and 9 students returned to the Global Finals for the 3rd year in a row. The finals were held in Knoxville, Tennessee from May 22 to May 26th.
    Team members Anisha C., Julianna P., Nicole T., Marisa D. and Laura R. competed in two separate challenges: the team challenge for which they prepare in advance and the instant challenge which they are given 3 to 5 minutes to prepare.
    This year, the team took on a technical challenge called “Assemble It”. The team had to build a delivery device that is used to transport parts and products during an 8 minute play. The parts are transported from the parts depot to an assembly area. Here they needed to assemble the parts into finished products and then deliver these to the delivery area.
    Teams were judged on the creativity of their solution, the play and transporter, as well as the number of orders they successfully delivered.
    Artificial Heart - DI Global Finals
    Our DI team choose to create artificial hearts and pacemakers. The artificial hearts were made from sodium Polyacrylate, (Thank you Mrs. D!) vinyl gloves, elastic bands, and licorice sticks. The pacemakers were made from discarded milk bottle caps and plastic film containers.
    The transporter was built from discarded bike wheels, left over wood and random supplies. It was powered by a cordless drill and driven by Anisha. Talk about creativity!
    During the assembly process, the team presented an eight minute play which featured Laura and Marisa as the medical personnel who needed to save the life of “Denise” whose heart was failing. The patient Denise was a “onesie” filled with newspaper with a styrofoam head attached (some of you may remember Denise from her visit to school earlier this year). Anisha and Julianna were the "Time Brothers" delivery service. Nicole T. acted as an elf from Santa’s work shop moonlighting as an assembler in the “Time Brothers” warehouse.

    In the Instant Challenge, the team was presented with a problem and given three minutes to read the instructions and arrive at a solution. Then they were provided with five minutes to implement their solution. For this challenge, the girls needed to rely on its creativity, communication skills and fast thinking. They completed this task with the 5th highest score out of 53 teams in their challenge!
    Overall the team finished 17th out of 53 teams in their division. Even more impressive, this was a team of Grade 8 and 9 students who were competing against mostly Grade 11 and 12 students from around the world! To qualify for Global Finals, the team won the Regional and Provincial competitions where they beat Grade 12 teams from across BC.

    Destination ImagiNation is the world’s largest creative thinking programme. Over 100,000 students participate in DI around the world. This year, a record 1,275 teams from 13 countries competed at Global Finals.



    • Canadian Accredited Independent Schools (CAIS) Associations
    • Independent Schools Association of British Columbia (ISABC) Associations
    • Federation of Independent School Associations (FISA) Associations

    Social Feeds

    Get more info

    Contact Name
    Mabel Lim

    Phone Number:
    click to view number

    logo Get more information on York House School     Request a package   Website